Brown, Micheal Andrew

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

p.1

The provision is inadequate

Children's safety and well-being are compromised. They are not always adequately supervised to ensure their safety. For example, when children are playing outside, the childminder does not ensure they are supervised at these times. When accidents occur, children do not receive the care and first aid they need and a record of the accidents sustained by children is not kept. This fails to promote children's welfare. Key persons are not assigned to individual children. Therefore, the childminder does not gain the detailed knowledge needed to meet each child's needs. Suitable and safe sleeping arrangements for young children are not in place. The childminder fails to notice when young children are tired and fall asleep on the floor. The childminder provides meals for children that lack balance and nutritional value and this does not support children's health and well-being.

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The provision is inadequate

The quality of education children receive is poor. Children with special educational needs and/or disabilities (SEND) are not supported in accessing learning experiences. They are often left wandering the room or watching other children play, with very little interaction from the childminder. The selection of age- appropriate toys and activities on offer for children is limited, and all children lack opportunities to make independent choices about their play. Despite weaknesses in safeguarding practice, the childminder is knowledgeable about the procedures for reporting concerns to external agencies, including if an allegation is made against himself or any household members. Some children enjoy the opportunities to play outside in the childminder's garden, where they can access a range of toys and activities. Children gain some independence and attend to their personal care needs. They generally behave well.

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need to do better?

n The childminder does not work within the required staff-to- child ratios of the early years foundation requirements to ensure that the needs of all children are met. Children's safety and well-being are not promoted because the childminder leaves children playing outside unsupervised. n Children's personal health and well-being are not assured. For example, when young children fall or bang their heads, they do not receive first-aid treatment from the childminder. Written records are not made of accidents sustained by children while in the childminder's care. This significantly compromises children's health and well-being. n The childminder fails to assign key persons for the children in their care. As a result, the childminder is unable to develop a comprehensive knowledge of each child, which is important when planning and providing learning activities and resources tailored to children's individual needs.

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need to do better?

n The childminder does not follow government guidelines for safer sleeping. While

p.2

need to do better?

10 September 2025 babies have travel cots, there are no alternative sleeping arrangements for tired children who fall asleep on the floor unnoticed. This poses hygiene and safety risks, as other children continue playing nearby. n The childminder does not adequately support children's health and well-being. Meals provided for children lack nutrition and balance, with children receiving only a single slice of toast for lunch. Children are not served or offered drinks of water with their lunch. Babies eat pouches provided by parents and children access water bottles from home, most containing juice, which do not promote healthy lifestyle habits. n The childminder fails to interact effectively with children with SEND to support their learning and development. The childminder does not adapt planned activities to include or engage the children. For example, when painting fir cones, children remain seated on the floor watching the activity. At other times,

p.2

need to do better?

they wander the room, unable to access the activities on offer. This does not support or promote the learning and development of children with SEND. n Children enjoy craft activities, where they develop important fine motor skills using paintbrushes to paint tree trunks. However, the curriculum is narrow and fails to meet the learning needs of all children. The childminder does not offer a range of age-appropriate toys and resources for children to make independent choices about their play. For example, babies crawl around the floor unable to access the construction activity enjoyed by older children. This hinders children's educational progress and diminishes both their enjoyment and engagement in learning. n The childminder does not implement a key-person system that benefits the learning and development of all children in her care. Parents report that although they are happy with the care provided for their children, they remain

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need to do better?

unaware of who their child's key person is. This means the childminder does not work effectively with parents to ensure a two-way flow of information and that the care and education is tailored to children's individual needs, helping them to make the best possible progress. n The childminder meets regularly with the assistants to discuss their well-being and provision. They appreciate the training they undertake to support them in their roles. For example, they recently attended training to develop their skills in managing children's behaviour and child protection.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

ensure that required staff- to-child ratios are maintained so that children's individual needs are met, in particular, ensure that, where exceptions to the normal numbers of children are made, the needs of all children are met 17/10/2025

p.4

Due date

ensure that children are adequately supervised at all times 17/10/2025

p.4

Due date

keep a written record of accidents and first-aid treatment administered to children 17/10/2025

p.4

Due date

ensure children are provided with suitable sleeping facilities, in line with government safety guidance, so that children can sleep safely 17/10/2025

p.4

Due date

ensure that the meals provided for children are healthy, balanced and nutritious and that fresh drinking water is always accessible and available for children 17/10/2025

p.4

Due date

put in place effective arrangements to support children with special educational needs and/or disabilities 17/10/2025

p.4

Due date

implement a key-person system to ensure that children's individual needs are met and that parents know who their child's key person is. 17/10/2025

p.4

Due date

improve the quality of interactions with children to develop their language skills and promote their focus on learning 17/10/2025

p.4

Due date

10 September 2025 implement a curriculum that clearly identifies what it is that all children need to learn, reflects their individual learning needs and offers appropriate challenge, building on what they already know and can do. 17/10/2025

p.4

Setting details

Unique reference number EY434781 Local authority Warwickshire Inspection number 10412255 Type of provision Childminder

p.6

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.6

inspection

Total number of places 9 Number of children on roll 13 Date of previous inspection 23 May 2023

p.6

Information about this early years setting

The childminder registered in 2011 and lives in Nuneaton, Warwickshire. He operates all year round from 7am to 5.30pm, Monday to Thursday. On Friday, he operates from 7am to 1pm. The childminder works with a co-childminder and two assistants. The childminder provides government funded early education for all eligible children.

p.6

Inspection activities

n The inspector viewed the childminder's provision and talked to him about the curriculum and what he wants children to learn. n The inspector spoke to children and the childminder's assistants at appropriate times during the inspection. n The inspector spoke to parents to gain their views. n The inspector reviewed relevant documentation. n The inspector completed a joint observation to determine the quality of teaching and learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

10 September 2025 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

10 September 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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